tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Evaluating Causal Dominance of CTmeta-Analyzed Lagged Regression Estimates Link til kilde
eric.ed.gov har udgivet: Value-added models measure teacher performance by the test score gains of their students, adjusted for a variety of factors such as the performance of students when they enter the class. The measures are based on desired student outcomes such as math and reading scores, but they have a number of potential drawbacks. One of them is the inconsistency in estimates for the same teacher when value added is measured in a different year, or for different subjects, or for different groups of students. Some of the differences in value added from year to year result from true differences in a teacher’s performance. Differences can also arise from classroom peer effects; the students themselves contribute to the quality of classroom life, and this contribution changes from year to… Continue Reading
eric.ed.gov har udgivet: This research brief presents selected findings from work examining the stability of value-added model estimates of teacher effectiveness and their implication for tenure policies. Findings show year-to-year correlations in teacher effects are modest, but pre-tenure estimates of teacher job performance do predict estimated post-tenure performance in both math and reading, and would therefore seem to be a reasonable metric to use as a factor in making substantive teacher selection decisions. (Contains 2 tables, 2 figures, and 15 notes.) Link til kilde
eric.ed.gov har udgivet: Recent evidence on teacher productivity suggests teachers meaningfully influence noncognitive student outcomes that are commonly overlooked by narrowly focusing on student test scores. These effects may show similar levels of variation across the teacher workforce and are not significantly correlated with value-added test score gains. Despite a large number of studies investigating the TFA effect on math and English achievement, little is known about nontested outcomes. Using administrative data from Miami-Dade County Public Schools, we investigate the relationship between being in a TFA classroom and non-test student outcomes. We validate our use of nontest student outcomes to assess differences in teacher productivity using the quasi-experimental teacher switching methods of Chetty, Friedman, and Rockoff (2014) and find multiple cases in which these tests reject the validity of candidate… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Human biomarker interpretation: the importance of intra-class correlation coefficients (ICC) and their calculations based on mixed models, ANOVA, and variance estimates Link til kilde
eric.ed.gov har udgivet: It is widely believed that the teacher is one of the most important factors influencing a student’s success at school. In many countries, teachers’ salaries and promotion prospects are determined by their students’ performance. Value-added models (VAMs) are increasingly used to measure teacher effectiveness to reward or penalize teachers. The aim of this paper is to examine the relationship between teacher effectiveness and student academic performance, controlling for other contextual factors, such as student and school characteristics. The data are based on 7543 Grade 8 students matched with 230 teachers from one province in Turkey. To test how much progress in student academic achievement can be attributed to a teacher, a series of regression analyses were run including contextual predictors at the student, school and teacher/classroom level.… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Some educators are concerned that students with test scores at top of the test score distribution will negatively affect the value-added estimates of teachers of those students. A conventional wisdom has sprung up suggesting that students with very high test scores have “no room to grow,” so value-added estimates for teachers with high-performing students will be depressed even for highly effective teachers. Using empirical data, we show that under normal circumstances, in which few students score at the ceiling, a teacher of high-performing students—even with many students scoring at the ceiling on the pre-test—can have a high value-added estimate. To understand how more extreme ceiling effects can change value-added estimates, we simulate a low ceiling, causing student test… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract We provide a side-by-side comparison of school and teacher growth measures estimated from different value-added models (VAMs). We compare VAMs that differ in terms of which student and school-level (or teacher-level) control variables are included and how these controls are included. Our richest specification includes 3 years of prior test scores for students and the standard demographic controls; our sparsest specification conditions only on a single prior test score. For both schools and teachers, the correlations between VAM estimates across the different models are high by conventional standards (typically at or above 0.90). However, despite the high correlations overall, we show that the choice of which controls to include in VAMs, and how to include them, meaningfully influences school and… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. ABSTRACT It is common in the implementation of teacher accountability systems to use empirical Bayes shrinkage to adjust teacher value-added estimates by their level of precision. Because value-added estimates based on fewer students and students with “hard-to-predict” achievement will be less precise, the procedure could have differential impacts on the probability that the teachers of fewer students or students with hard-to-predict achievement will be assigned consequences. This article investigates how shrinkage affects the value-added estimates of teachers of hard-to-predict… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. ABSTRACT A growing literature on within-study comparisons (WSC) examines whether and in what context nonexperimental methods can successfully replicate the results of randomized experiments. WSCs require that the experimental and nonexperimental methods assess the same causal estimand. But experiments that include noncompliance in treatment assignment produce a divergence in the causal estimands measured by standard approaches: the experiment-based estimate of the impact of treatment (the complier average causal effect, CACE) applies only to compliers, while the nonexperimental estimate applies… Continue Reading
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